DOI
https://doi.org/10.25772/94MG-5S50
Defense Date
2021
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Ross Collin
Second Advisor
William Muth
Third Advisor
David Naff
Fourth Advisor
Antionette Stroter
Abstract
Research indicates that justice-involved youth who reenter public and alternative schools following contact with the juvenile justice system struggle to find a place in the school community and complete their educations. Because educational attainment affects recidivism rates, successful school reentry for justice-involved youth presents important research questions for policy and practice. This study examined school reentry through cases studies of adults who had been justice-involved youth and had experienced school reentry following contact with the juvenile justice system. Study participants’ school reentry experiences were examined through a theoretical framework comprised of labeling, social control, and field theories. Findings suggest that institutional and human barriers make school reentry a complex, emotional experience for justice-involved youth. Findings also support the utility of a new theoretical framework – school exclusion theory – to describe the stigmatization, isolation, and alienation that justice-involved youth encounter from schools and school personnel who resist their reentry. Implications for theory and practice and recommendations for schools and school personnel are discussed.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
8-9-2021
Included in
Curriculum and Social Inquiry Commons, Other Education Commons, Prison Education and Reentry Commons, Secondary Education Commons, Teacher Education and Professional Development Commons